scholarly journals Science-Based Reading and its Effect on the Development of Reading Comprehension Skills in Teaching Turkish as a Foreign Language

2021 ◽  
Vol 3 (1) ◽  
pp. 19-40
Author(s):  
Ertan Miyanyedi ◽  
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Teachers ◽  
Human Beings ◽  
Control Groups ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Post Test ◽  
And Control ◽  
Reading Comprehension Skills

A language is a living tool that allows people to communicate. Human beings learn a foreign language while preserving their language to maintain their vitality. S/he teaches his/her language on one hand while s/he learns a foreign language. Teaching Turkish as a foreign language needs to be reconsidered in the light of new developments. In this study, while introducing the “science-based reading approach,” the contribution of this approach to students’ reading comprehension skills and its effect on academic achievement were examined. Experimental and control groups were formed, and pre-test and post-test were administered to these groups in this study. Microsoft Excel and SPSS-21 software programs were used in the analysis of the data obtained from the achievement tests. While there was no difference between the experimental and control groups in pre-tests, a significant difference was found in the post-test achievement test of the experimental and control groups in favor of the experimental group. Based on this result, it can be said that the science-based reading approach has a positive effect on students’ reading comprehension skills. It is expected from Turkish language teachers to conduct new researches with different groups to obtain more accurate results and to compare the results.

scholarly journals THE EFFECTIVENESS OF JIGSAW ON READING COMPREHENSION OF ANALYTICAL EXPOSITION TEXT

2017 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Febriana Hidayati ◽  
Dedeh Rohayati
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Grade Student ◽  
Control Groups ◽  
Group Response ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This paper investigates the effectiveness of Jigsaw on reading comprehension of analytical exposition text. The problems in this research are whether jigsaw has  significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw learning and those who are taught by using Grammar-Translation Method and how the participants in the experimental group response toward the jigsaw instruction after the treatment. The population of this research was the eleventh grade student of Senior High School in  Tasikmalaya in the academic year 2016/2017 consisting of 48 students. The instruments, achievement test used to collect data were pre-test and post-test to experimental and control groups. They served to measure students’ reading comprehension of analytical exposition text by using jigsaw . The instrument, questionnaire was used to collect data about the participants’ response towards  using jigsaw  in comprehending analytical exposition text. From the research, it could be obtained the t-observed value was 2.410,  whereas t-critical was 2.021.It means the alternative hypothesis is accepted and the nul hypothesis is rejected. It can be concluded that there is significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw learning and those who are taught by using it. Keywords: Jigsaw , reading comprehension, analytical exposition text

scholarly journals أثر استخدام استراتيجية التدريس للتفكير في تنمية مهارات فهم المقروء لدى طالبات المستوى الثاني من قسم الإعداد اللغوي بجامعة الراية

2018 ◽  
Vol 2 (02) ◽  
pp. 182-195
Author(s):  
Tantrie Aryani Muflihat ◽  
Ade Sudiana
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Research Method ◽  
Female Students ◽  
Control Groups ◽  
Comprehension Skills ◽  
Teaching Technique ◽  
Arabic Speaking ◽  
And Control ◽  
Reading Comprehension Skills

The study  aimed to investigate the effect of using a thinking strategy on the development of reading comprehension skills on second-semester female students of the language preparatory departement at STIBA Ar-Raayah. This study used an experimental research method. The research sample consisted of (30) female students from (86) population. The sample divide into two groups: experimental groups that consisted of (15) students and control groups that consisted of (15) students. It is was selected randomly to ensure equivalence between the two groups. The researcher used the percentage method to find out the differences between the two groups. And the following results were attaired the thinking strategy influences on the improvement of reading comprehension skills for the second-semester students of language preparatory departement at STIBA Ar-Raayah.The conclusion from the result was an effect of this teaching technique was effectif. So, the study has recommended for teachers to use the thinking strategy to develop the skills of reading comprehension among the the Non-Arabic speaking learners, especially students at the STIBA Ar-Raayah. Because the aplication of this strategy help students to develop of language in the daily and change the way of thinking.

scholarly journals Paraphrasing Strategy in EFL Ecuadorian B1 Students and Implications on Reading Comprehension

2018 ◽  
Vol 12 (1) ◽  
pp. 56
Author(s):  
Isabel Escudero ◽  
Narcisa Fuertes ◽  
Ligia López
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Comprehension Strategies ◽  
Control Group ◽  
Base Line ◽  
Comprehension Skills ◽  
High Level ◽  
And Control ◽  
Reading Comprehension Skills ◽  
Experimental Group

Reading comprehension in Ecuadorian students has been mostly managed at a literal comprehension level, leaving out inferential and critical comprehension. This is because most of the articles students read require a high level of literacy and a good domain of comprehension strategies. One of these strategies is paraphrasing; therefore, the purpose of this research was to analyze the effects of paraphrasing and its implications on reading comprehension skills in English as a foreign language. This study was developed in B1 students enrolled at the 6th level of English at Linguistics Competence Department at Universidad Nacional de Chimborazo UNACH with a sample of 50 students. A base-line pre-test and a posttest to an experimental and control group were applied. The project implementation took ten sessions and students learned the techniques to effectively paraphrase and the pitfalls they should avoid when applying this strategy. The analysis of T-student test yielded that the experimental group outperformed the control group. The main results showed that once students learn the techniques and correctly apply them, it helped them out to go beyond the literacy level, applying an authentic reading comprehension of the text. Pedagogical implications about paraphrasing and reading comprehension are presented in the discussion.

scholarly journals The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

2017 ◽  
Vol 7 (4) ◽  
pp. 35
Author(s):  
Ozgul Balci
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Learning Style ◽  
Self Efficacy ◽  
Control Group ◽  
Comprehension Skills ◽  
Language Classes ◽  
Post Test ◽  
Reading Comprehension Skills ◽  
Experimental Group

This study investigated the effects of learning-style based activities on students’ reading comprehension skills and self-efficacy perceptions in English foreign language classes. A quasi-experimental, matching-only pretest-posttest control group design was utilized. The study was conducted with freshmen university students majoring in Elementary Mathematics Education at Necmettin Erbakan University in the fall semester of academic year 2012-2013. English was one of their compulsory courses and their self-reported language level was A1/A2 in terms of the self-assessment grid included in the Language Passport which is one of the three components of the European Language Portfolio. A total of 39 students in the experimental group and 39 in the control group participated in the study. The learning-style based activities were implemented in the experimental group, while the control group continued with routine classroom instruction without any attention to their learning styles. Both groups received three one-hour sessions weekly, for a total of eight weeks. Both the Reading Comprehension post-test scores and the Self-Efficacy Scale for English post-test scores were significantly different in favor of the experimental group. Also, a significant moderate positive correlation was found between English reading comprehension achievement and English self-efficacy. It can be concluded that learning-style based activities enhanced reading comprehension skills and English self-efficacy perceptions during this study.

THE ROLE OF WHATSAPP IN TEACHING VOCABULARY TO THE STAFFS OF UMBUL PONGGOK KLATEN

2021 ◽  
Vol 5 (2) ◽  
pp. 773
Author(s):  
Lia Ardiana Safitri
Keyword(s):  
Experimental Design ◽  
Foreign Language ◽  
Random Sampling ◽  
Sampling Procedure ◽  
Assessment Instrument ◽  
Vocabulary Test ◽  
Control Groups ◽  
Post Test ◽  
And Control

This study was conducted with the aim of knowing the significant role of WhatsApp in teaching vocabulary, especially staff learning achievement which was limited to vocabulary achievement as measured by a vocabulary test at Umbul Ponggok Klaten. Participants in this study amounted to 30 people consisting of 15 men and 15 women. All participants will learn English as a foreign language using WhatsApp to learn new vocabulary items via their mobile, tablet or laptop. Participants' English level will be measured. Random sampling procedure was carried out. To carry out the research, a true experimental design was used. The participants were assigned to two experimental and control groups. The assessment instrument in this study used a pre-test and post-test. The results showed that the use of the WhatsApp application in teaching vocabulary to the Umbul Ponggok Klaten staff was able to improve the achievement of new English vocabulary mastery of the Umbul Ponggok Klaten staff which was getting better.

scholarly journals Reading Strategies, Reading Comprehension, and Translation

2018 ◽  
Vol 10 (2) ◽  
pp. 55-67
Author(s):  
Gabriella Kovács
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Reading Strategies ◽  
Reading Skills ◽  
Language Teachers ◽  
Target Language ◽  
Border Crossings ◽  
Comprehension Skills ◽  
Intercultural Mediators ◽  
Reading Comprehension Skills

AbstractTranslators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills. In this study, we intend to examine the reading habits and reading strategies used by a group of Hungarian translator and teacher trainees when dealing with texts written in English. Their reading comprehension performance will be assessed with a test and compared with their ability to translate English texts into Hungarian. Based on the literature and our personal experience in language teaching, teacher training, and translator training, we assume that students preparing for the above mentioned professions have a well-developed reading strategy awareness and that their reading comprehension skills in English strongly influence the ability to translate texts into their native language.

scholarly journals USING SOCIOGRAM TO IMPROVE THE WRITING AND SPEAKING ACHIEVEMENTS OF THE EIGHT GRADE STUDENTS OF SMPN 1 JARAI

2019 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Yoga Pratama
Keyword(s):  
Eighth Grade ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Control

The objectives of this study were to find out whether or not there was significant improvement in writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant improvement in each aspect of writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant difference in writing and speaking achievements between the eighth grade students of SMP 1 Jarai who were taught by using Sociogram and those who were not, and to find out the perception of the eighth grade students of SMPN 1 Jarai after they were taught by using Socoiogram. In this paper, an experimental research method with pre and post test control group design was used with 70 students as the sample divided into two groups, experimental and control group. However, only the students of the experimental group were taught by using Sociogram. The obtained data were analyzed by using t-test. The students were given questionnaire to know their perceptions. The result showed that there was a significant difference in both students? writing and speaking achievements after they were tought by using Sociogram. Furthermore, it was found that there was a significant difference in students? writing and speaking achievement between the experimental and control groups. In conclusion, Sociogram improves the students? writing and speaking achievements.

scholarly journals The effect of a strategy based on multiple intelligences in developing reading comprehension skills in Arabic language for ninth grade students: أثر استراتيجية قائمة على الذكاءات المتعددة في تنمية مهارات الاستيعاب القرائي في مبحث اللغة العربية لدى طلاب الصّف التّاسع الأساسي

2021 ◽  
Vol 5 (45) ◽  
pp. 28-15
Author(s):  
Mohammad Mahmud Hwaishil ALzeidaneen Mohammad Mahmud Hwaishil ALzeidaneen
Keyword(s):  
Reading Comprehension ◽  
Multiple Intelligences ◽  
Arabic Language ◽  
Ninth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Ninth Grade Students ◽  
Reading Comprehension Skills ◽  
Experimental Group

The study aimed to investigate the effect of a strategy based on multiple intelligences in developing reading comprehension skills in Arabic language for ninth grade students compared to the usual method. The sample of the study, which was chosen randomly, consisted of (75) students divided into two groups, an experimental group totaling (38) students, and a control group totaling (37) students from the ninth grade students from Abdullah II School for Excellence in the Directorate of Education in Aqaba Governorate for the academic year 2020/ 2021. To achieve the goal of the study, the researcher designed the study tools, which are: a list of reading comprehension skills, the educational program, and a test of reading comprehension skills. The results showed a statistically significant difference at the level (α = 0.05) between the two groups in favor of the experimental group that was studied using the multiple intelligences strategy. The study recommended employing a strategy based on multiple intelligences in teaching reading to primary school students.

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